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題 名 | 國小資優班教師的自然科學教學現況、能力及進修需求=The Status of Elementary Gifted Classroom Teachers on Science Teaching, Teaching Ability and Training Needs |
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作 者 | 勵秀貞; 黃萬居; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 58 2010.09[民99.09] |
頁 次 | 頁65-93 |
分類號 | 529.57 |
關鍵詞 | 自然科學教學能力; 進修需求; 資優班教師; Science teaching ability; Training needs; Gifted class teachers; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國小一般的智能資優資源班科學課程實施現況,資優班教 師個人背景對自然科學教學能力、進修需求之影響及相關。研究採問卷調查, 取全國設置資優班的國小共35 所,35 位特教組長或資優班召集人及152 位資優 班教師為研究對象,以「國小一般智能優異資優班科學課程實施問卷」、「國 小資優班教師自然科學精進課堂教學能力與進修需求問卷」為研究工具。結果 發現:(1)資優班教師擔任科學課程時,科學知識不足為最大問題;(2)資 優班教師的性別、學科背景對自然科學教學能力有顯著影響;(3)不同資優教 學年資的教師自然科學進修需求有顯著不同;(4)自然科學教學能力與進修需 求間未達顯著相關;(5)資優班教師的個人背景對其自然科學教學能力有顯著 的影響。 |
英文摘要 | The purposes of this study were to investigate the differences of elementary gifted classroom implementation status; the influences and the relevance on personal background of teachers toward science teaching abilities and training needs. This study used questionnaire research method. Subjects were 35 chiefs of special education or convenors of gifted class and 152 gifted teachers from Taiwan. ―Elementary School Gifted Classroom Science Curriculum Implementation Questionnaire‖, ―Elementary School Gifted Classroom Teachers Science Improvement Classroom Teaching Ability and Training Needs Questionnaire‖ were the research tools. The findings were as follows: (1) the biggest problem of gifted teachers’ science teaching was the lack of science background knowledge; (2) significant differences were found in science teaching abilities between different genders and academic backgrounds; (3) significant differences were shown in the training needs among different gifted teaching experiences; (4) non-significant relationship between science teaching abilities and the training needs; (5) the science background, years of gifted teaching, and the total years of teaching of gifted teachers had significant influence for science teaching abilities. |
本系統中英文摘要資訊取自各篇刊載內容。